Engaging Teachers in Equitable Practices in Detracking Secondary Mathematics

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Understanding Equitable and Inequitable Mathematics Instruction for Historically Marginalized Students

Abstract

This paper focuses on equitable teaching practices in mathematics. The province of Ontario, Canada is currently engaged in an initiative to undo a tracking system in the Grade 9 mathematics program to break down organizational structures that create systemic inequities and barriers to groups of students. This paper presents the context of this initiative, and current research on inequities in mathematics programs, and leans on two recent studies examining teaching in Ontario Grade 9 mathematics classrooms to discuss practices that need to be implemented to support equitable teaching and learning, and how teachers can be supported to enact such practices.

Authors

• Alison Macaulay, Ontario Ministry of Education

• Christine A. Suurtamm, University of Ottawa